Download Student Checklist - Salt Lake City School District

4th Grade Science
Utah State Core Curriculum
Content Checklist
STANDARD V: Students will understand the physical characteristics of
Utah's wetlands, forests, and deserts and identify common organisms for
each environment.
Objective 1: Describe the physical characteristics of Utah's wetlands,
forests, and deserts.
 Compare the physical characteristics (e.g., precipitation, temperature,
and surface terrain) of Utah's wetlands, forests, and deserts.
 Describe Utah’s wetlands (e.g., river, lake, stream, and marsh areas
where water is a major feature of the environment) forests (e.g., oak,
pine, aspen, juniper areas where trees are a major feature of the
environment), and deserts (e.g., areas where the lack of water
provided an environment where plants needing little water are a major
feature of the environment).
 Locate examples of areas that have characteristics of wetlands,
forests, or deserts in Utah.
 Based upon information gathered, classify areas of Utah that are
generally identified as wetlands, forests, or deserts.
 Create models of wetlands, forests, and deserts.
Objective 2: Describe the common plants and animals found in Utah
environments and how these organisms have adapted to the environment in
which they live.
 Identify common plants and animals that inhabit Utah's forests,
wetlands, and deserts.
 Cite examples of physical features that allow particular plants and
animals to live in specific environments (e.g., duck has webbed feet,
cactus has waxy coating).
 Describe some of the interactions between animals and plants of a
given environment (e.g., woodpecker eats insects that live on trees of
a forest, brine shrimp of the Great Salt Lake eat algae and birds feed
on brine shrimp).
 Identify the effect elevation has on types of plants and animals that
live in a specific wetland, forest, or desert.
 Find examples of endangered Utah plants and animals and describe
steps being taken to protect them.
Objective 3: Use a simple scheme to classify Utah plants and animals.
 Explain how scientists use classification schemes.
 Use a simple classification system to classify unfamiliar Utah plants
or animals (e.g., fish/amphibians/reptile/bird/mammal,
invertebrate/vertebrate, tree/shrub/grass, deciduous/conifers).
Objective 4: Observe and record the behavior of Utah animals.
 Observe and record the behavior of birds (e.g., caring for young,
obtaining food, surviving winter).
 Describe how the behavior and adaptations of Utah mammals help
them survive winter (e.g., obtaining food, building homes,
hibernation, migration).
 Research and report on the behavior of a species of Utah fish (e.g.,
feeding on the bottom or surface, time of year and movement of fish
to spawn, types of food and how it is obtained).
 Compare the structure and behavior of Utah amphibians and reptiles.
 Use simple classification schemes to sort Utah's common insects and
spiders.